Inside or between devices: The internet in the mind of primary school children

Understanding primary school children's mental models of the internet is fundamental to develop sound and effective internet education approaches. In this study we analyze a dataset of 386 drawings of the internet by 4th-graders (8–9 years old) from Southern Switzerland, enriched with socio-demographic data. Analysis identified 4 main clusters of mental models, confirming that the internet, despite being frequently used, is poorly known to children. The internet is represented as something invisible or undefined among or inside mobile devices and is often associated with digital products brands. Some findings differ from previous studies. Mental models of the internet and perceived internet-related risks seem to be independent from socio-demographic characteristics, internet experience and school performance, but seem to be more homogeneous when considering single school classes. Educational implications are discussed. • 386 Swiss 4th-graders’ drawings were analyzed to explore children's mental model of the internet. • 4 clusters were identified: internet as (a) connecting devices, (b) residing within smartphones, (c) apps and (d) network or fancy world. • The identified mental models seem unrelated to gender and school performance, but appear differently in different classes. • Perceived internet-related risks concern meeting strangers, inadequate content and technical security. Perception seem unrelated to mental models.